Approaches to Learning and Contract Cheating: Exploring the Mediating Roles of Authorship Perceptions
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| Title: | Approaches to Learning and Contract Cheating: Exploring the Mediating Roles of Authorship Perceptions |
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| Language: | English |
| Authors: | Yinxia Zhang (ORCID |
| Source: | Studies in Higher Education. 2025 50(4):694-708. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Cheating, Plagiarism, Writing (Composition), Cognitive Style, Student Attitudes, Student Behavior, Theses, College Students, Learning Strategies, Questionnaires |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Study Process Questionnaire |
| DOI: | 10.1080/03075079.2024.2352055 |
| ISSN: | 0307-5079 1470-174X |
| Abstract: | As an undesired learning behavior, contract cheating has its roots in college students' difficulties in engaging in a challenging written assessment. To better understand this process, the study collects multicampus survey data from 910 Chinese undergraduates to explore the effects of deep and surface approaches to learning on contract cheating, focusing on the mediating roles of authorship perceptions. The authorship perceptions are measured with three subfactors: understanding authorship and plagiarism (UAP), authorial approach to writing (AAW), and incorporating others' writing (IOW). Structural equation modeling (SEM) reveals a notable positive direct effect of the surface approach to learning on contract cheating and an insignificant direct effect of the deep approach. The results further report significant indirect effects of both deep and surface approaches to learning on contract cheating via UAP and IOW, while the indirect effects via AAW are both insignificant. These results highlight the importance of providing formal and continuous pedagogical support to enhance their learning, particularly academic writing, in inhibiting contract cheating. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498284 |
| Database: | ERIC |
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| Abstract: | As an undesired learning behavior, contract cheating has its roots in college students' difficulties in engaging in a challenging written assessment. To better understand this process, the study collects multicampus survey data from 910 Chinese undergraduates to explore the effects of deep and surface approaches to learning on contract cheating, focusing on the mediating roles of authorship perceptions. The authorship perceptions are measured with three subfactors: understanding authorship and plagiarism (UAP), authorial approach to writing (AAW), and incorporating others' writing (IOW). Structural equation modeling (SEM) reveals a notable positive direct effect of the surface approach to learning on contract cheating and an insignificant direct effect of the deep approach. The results further report significant indirect effects of both deep and surface approaches to learning on contract cheating via UAP and IOW, while the indirect effects via AAW are both insignificant. These results highlight the importance of providing formal and continuous pedagogical support to enhance their learning, particularly academic writing, in inhibiting contract cheating. |
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| ISSN: | 0307-5079 1470-174X |
| DOI: | 10.1080/03075079.2024.2352055 |
